Comprehension of statistics and research methods is crucial to understanding psychology as a science (APA, 2007). However, psychology majors sometimes approach methodology courses with derision or anxiety (Onwuegbuzie & Wilson, 2003; Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005); consequently, students may postpone…

The following topics concerning the American College Test (ACT) are treated, with an emphasis on the use of the ACT at Ohlone College: (1) an explanation of what ACT scores are, how they are interpreted, and where the ACT 'fits' in the spectrum of educational tests; (2) factors that can influence ACT scores; (3) the use of the ACT in the…

For several years counselors have been interested in equating the ACT composite score with the SAT total score. This paper explores the possibility of using the first semester college grade point average as an anchor variable for equating the two tests. Research indicated that colleges should develop local conversion tables. (Author)

This report analyzes the relationship between high school grades, American College Test (ACT) scores, and first-semester college grades. Based on the Standard Research Service of the ACT program, 1,379 students in the fall 1969 freshman class of Montgomery College (Maryland) were studied. Measures of academic background used ACT scores in English,…

A statistical comparison of American College Test (ACT) or Scholastic Aptitude Test (SAT) for predicting first semester grade point averages (GPA) for beginning freshmen at Brigham Young University, when used with a high school GPA as a fixed independent variable, showed little or no difference. Other comparisons were by sex and geographic area.…

A correlational study was conducted using ACT (American College Test) sub-test scores and actual grades earned in corresponding subject areas in order to determine if the ACT was an effective predictor for student's grades at Southern West Virginia Community College (SWVCC). Study subjects were all students (n= 241) who had ACT test scores on file…

Six widely used college admissions variables and four course-specific measures (tests of entering mathematical skills and physics knowledge, and indexes of previous study of mathematics and physics) were correlated with final marks for 495 students in an introductory college physics course. The college admissions variables included scores on…

The Scholastic Aptitude Test (SAT) is shown to be a better predictor of first semester college grade point average than the American College Test (ACT) at a highly selective midwestern university. (JKS)

The validity of ACT Assessment scores and high school averages for predicting the academic success in college of high school juniors, seniors, and juniors and seniors as a group is reported. Substantial differences in the magnitude of the multiple correlations for these three groups were found. (Author)

Issues associated with the ACT (American College Testing) Assessment Program illustrate the need to assess college entrance examinations in terms of the variety of common predictive uses such as estimation of first year grade point average (GPA), or chances of obtaining a C average after certain semesters or in specific courses. Test developers…

Examined the relationship of race, traditional academic measures (high school GPA and rank, ACT scores), and nonacademic variables (measured by the Bryson Instrument for Noncognitive Assessment, or BINA) to the first-year grades of specially-admitted college students. Found that predictors of college success functioned differently for blacks and…

The validity of prediction equations based on American College Testing (ACT) Program test scores and high school grades is investigated. Presented are separate results for prediction equations based on ACT scores only, on high school grades only, and on both kinds of prediction jointly. Also included is a discussion of the relationship between…

The purposes of this study were to determine (1) the usefulness of ACT composite scores in assessing and predicting achievement and attrition of disadvantaged and regular freshmen at the University of Nebraska at Omaha during the 1972-73 academic year, and (2) the effectiveness of a special program in keeping low income students in school during…

Factors which relate to academic success for university freshmen were investigated. Objectives were to: determine which of six independent variables were most highly related to and predictive of a 2.0 (C) cumulative grade point average (GPA), the dependent variable, for two consecutive quarters; determine which combination of factors could most…